Twelve tips for implementing whole-task curricula: how to make it work.Medical professionalism: development and validation of the Arabian LAMPS.Visual expertise in paediatric neurology.Finding and fixing mistakes: do checklists work for clinicians with different levels of experience?Development of an instrument for measuring different types of cognitive load.Multimedia instructions and cognitive load theory: effects of modality and cueing.The efficiency of multimedia learning into old age.Uncovering the problem-solving process: cued retrospective reporting versus concurrent and retrospective reporting.Optimizing the number of steps in learning tasks for complex skills.Dynamic problem selection in air traffic control training: a comparison between performance, mental effort and mental efficiencyDetermining 'curriculum viability' through standards and inhibitors of curriculum quality: a scoping reviewEffects of an in situ instructional design based postpartum hemorrhage simulation training on patient outcomes: an uncontrolled before-and-after studyCollaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive loadThe effectiveness of integration of virtual patients in a collaborative learning activityDesigning simulator-based training: An approach integrating cognitive task analysis and four-component instructional designAP052 Three instructional methods for CPR training in secondary schools: Practical training remains necessaryAP058 Self-efficacy for CPR of secondary school students increases after training regardless of instructional methodThe Effects of Critical Thinking Instruction on Training Complex Decision MakingIntegrated e-Learning: Implications for Pedagogy, Technology & OrganizationThe management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solvingValidity of a low-cost Lichtenstein open inguinal hernia repair simulation model for surgical trainingDevelopment of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach
P50
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P50
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Jeroen J. G. van Merriënboer
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Jeroen J. G. van Merriënboer
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Jeroen J. G. van Merriënboer
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Jeroen van Merriënboer
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Jeroen van Merriënboer
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